Course Descriptions
ED 100 TEACHING & LEARNING FOR ASPIRING EDUCAT 3.0 Credit(s)
Are you interested in becoming a teacher? Do you believe in the promise of opportunity for all children? Aspiring educators, and those interested in working with elementary and middle school-aged children, will gain practical experience working with children, under the guidance of master teachers and the support of graduate students in Sacred Heart University's Farrington College of Education & Human Development (FCEHD).
Offered: As Needed Contact Department
ED 150 INTRO TO TEACHNG SECONDARY EDUCATION 3.0 Credit(s)
This course will provide content areas such as math, science, history, English and world languages an opportunity to explore the profession of education and teaching. Students will reflect upon their own educational experiences as a way to articulate their beliefs and values about teaching, learning, and schooling. Topics covered will include the historical, cultural, and philosophical foundations of the American public education system and how the public purposes of educational intersect with democracy. Students will also examine current and historical roles, expectations, stereotypes, and characteristics that define teaching as a profession. Current articles, guest speakers, films, and events will be central to the course. The course will also provide a clinical experience with secondary students.
Offered: As Needed Contact Department
ED 299 SPECIAL TOPICS IN EDUCATION 1.0-3.0 Credit(s)
ED 300 EDUCATIONAL PSYCHOLOGY 3.0 Credit(s)
Considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced and consistent themes and concepts identified.
Offered: Fall Semester All Years
ED 301 INTRODUCTION TO EXCEPTIONALITIES 3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in general and special education classroom settings. Exceptionalities studied include all areas identified by national and state mandates.
Offered: Spring Semester All Years
ED 302 EDUCATION IN THE U.S. 3.0 Credit(s)
Discusses current issues in American education, explores their historical and philosophical roots, and critically examines possibilities for the future of education.
Offered: Fall Semester All Years
ED 304 CULTURALLY SUSTAINING EDUCATION 3.0 Credit(s)
Teacher candidates will reflect on their identities, inquire into the experience of others, and examine individual, interpersonal, institutional, and systemic barriers that limit educational opportunities and outcomes for many students. The course draws on history, policy, theory, and praxis to enable candidates to draw from students' cultural, religious, family, intellectual, and personal assets in strategies that effectively support all students' personal and academic success in a diverse society.
Offered: Spring Semester All Years
ED 311 JUNIOR SEMINAR AND CLINIC I 3.0 Credit(s)
This seminar is designed to support junior students in the teacher preparation program who will also be placed in a school setting. The focus will be on the scope and spectrum of schooling with a special focus on the diversity found in schools and the influence of democracy on schools and classrooms, both on a macro and micro level (policy and practices). Attention will also be paid to the moral dimensions of teaching and the high-leverage practice of relationship building.
Offered: Fall Semester All Years
ED 314 METHODS AND PRACTICE IN TEACHING SS/HUM 3.0 Credit(s)
Examines social studies and health integration in elementary grades. Focuses on teaching social studies through an inquiry arc across social studies disciplines. Special attention is on lesson and unit planning and skill development in the subject areas. An emphasis will be placed on integrating literacy into rigorous and relevant content instruction that aligns to the Universal Design for Learning framework and state and national content standards
Offered: Spring Semester All Years
ED 341 IRISH EDUCATION COMPARATIVE PERSPECTIVE 3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Teacher candidates will be introduced to the students and teachers of Dingle, Ireland and experience the Irish education system up close and personal. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCEHD teacher education programs, the course counts in lieu of ED 304 Culturally Sustaining Education or it serves as an MAT elective.
Offered: Summer Semester All Years
ED 343 INTRODUCTION TO LANGUAGE AND LITERACY 3.0 Credit(s)
This course examines children's language and literacy development from Pre-K to sixth grade. Candidates learn from an interdisciplinary body of scientifically-based research on literacy and issues related to reading and writing as well as sociocultural perspectives that shape literacy instruction. Evidence-based teaching approaches are introduced to support teacher candidates' foundational understanding of the development of word recognition, language comprehension, and writing. Candidates also learn about the role and language and culture on literacy learning with an emphasis on linguistic diversity and culturally and historically responsive instruction.
Offered: Fall Semester All Years
ED 344 METHOD & PRACTICE FOUNDATIONAL LITERACY 3.0 Credit(s)
This is the first of two introductory courses in the study of literacy pedagogy for elementary education candidates focusing on the phases of word recognition development and core components of word recognition instruction in grades PreK-6, including print concepts and the alphabetic principle; the role of systematic phonics instruction in promoting reading development; routines for developing decoding skills; text selection that supports orthographic mapping and meaning making; advanced word analysis instruction; fluency instruction; methods for assessing foundational reading skills and fluency; and evidence-based instruction that supports students with dyslexia.
Offered: All Semesters All Years
ED 397 SPECIAL TOPICS:INDEPENDENTLY SCHOLARLY 3.0 Credit(s)
This course provides an opportunity to work on a special topic to be arranged with an instructor. Permission of the department chair is granted to qualified Education majors on the basis of a written prospectus to complete a major paper.
Offered: As Needed Contact Department
ED 400 METHOD & PRACTICE IN TEACH COMP & VOCAB 3.0 Credit(s)
This is the second of two courses in the study of literacy pedagogy for elementary education candidates focusing on reading comprehension, vocabulary, and writing. In this course reading comprehension and written composition is examined as a meaning-making process dependent on the reader/writer, the text/genre, the task, and the sociocultural context. Candidates learn evidence-based approaches to reading comprehension, vocabulary, and writing instruction including strategies to support students in comprehending, analyzing, and composing text across genres including literary texts, informational texts, poetry, and persuasive texts. Candidates learn the role of knowledge building, cognitive strategies, vocabulary knowledge, text structure, and motivation in fostering deep comprehension and strategic and meaningful composition of texts. Candidates apply skills to authentic contexts as they acquire core understandings about literacy pedagogy.
Offered: All Semesters All Years
ED 401 INSTRUCTIONAL TECHNOLOGY 3.0 Credit(s)
This course examines how media and technology relate to how we learn, communicate and create. Participants critically analyze the use of media and technology for teaching and learning in schools across a wide range of applications from creative digital tools, popular culture texts, and information sources, to assistive technologies, learning management systems, and generative AI. Participants expand and reflect upon their own use of media and technology for learning, communication, professional productivity, and teaching. Using key principles of the International Society for Technology in Education (ISTE) and the National Association for Media Literacy Education (NAMLE), participants design and deliver learning experiences using a variety of media and technology, to learn with and about. Participants consider legal, ethical and safety issues regarding media and technology use for teaching, learning and communication in schools and beyond. A laptop with Internet access is required.
Offered: All Semesters All Years
ED 402 SOCIETAL ISSUES IN ADOLESCENCE 3.0 Credit(s)
Focuses on the current school and community responses to substance abuse, mental health needs, post pandemic effects, technology and social media challenges, identity issues, etc. Through classroom presentations, speakers, and audiovisual materials, students gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Spring Semester All Years
ED 404 CREATE POSITIVE CLASSRM ELEM ENVIRONMEN 3.0 Credit(s)
Explores teaching strategies for managing the elementary classroom and for meeting the relevant standards found in Connecticut's Common Core of Teaching. Candidates learn practical approaches for the establishment of procedures and routines that promote a safe, orderly, and inviting place in which to teach and learn. The course focuses on creating a positive learning environment. Candidates gain the insight, knowledge, and skills that enable them to create healthy classrooms and incorporate a variety of techniques that are appropriate for the elementary level. Candidates explore methods and systems of organization and management that will allow them to move beyond traditional rewards, punishments, bribes, and threats.
Offered: Fall Semester All Years
ED 410 Methods/Practice Teaching Science 3.0 Credit(s)
This course provides opportunities for elementary teacher candidates to refine their understanding of science concepts, develop their skill in analyzing science curricula, and practice implementing science instruction, all while developing proficiency with ideas and structure of current standards for science instruction, the Next Generation Science Standards. Emphasis is on the learning of children and the role of the teacher as facilitator of science investigation.
Offered: Spring Semester All Years
ED 411 JUNIOR CLINIC & SEMINAR II 3.0 Credit(s)
In this seminar class, candidates consider current issues in education, explore their historical and philosophical roots, and critically examine possibilities for the future of education in an effort to identify the origins of current educational practices and to interrogate and disrupt Eurocentric perspectives. The high leverage practice of designing a single lesson and sequences of lessons will be introduced and practiced. Candidates will be introduced to learning and language objectives and given opportunities to develop an iterative lesson plan and perhaps a lesson sequence that includes all of the fundamental key components of an effective lesson plan.
Offered: Spring Semester All Years
ED 412 Senior Seminar and Clinic:elementary 3.0 Credit(s)
Addresses teaching and learning, particularly as they relate to implementing the learning cycle of planning, instructing, assessing, and reflecting. The school-based clinic experience provides candidates with opportunities to practice and apply coursework concepts. Candidates will analyze and consider instructional decisions and appropriate next steps. This seminar class presents a diversity of voices in required readings, reflections, and class discussions so that candidates learn to create culturally responsive learning environments where students' funds of knowledge are invited, centered, and respected.
Offered: Fall Semester All Years
ED 416 SENIOR SEMINAR AND CLIN:SECONDARY 3.0 Credit(s)
Draws on and builds upon what was learned in the junior seminar and clinical experiences. Candidates will explore planning, teaching, and learning through a variety of lenses and consider the implications those variations have on practice. The school-based clinical experience provides candidates opportunities to practice and apply coursework. This seminar presents a diversity of voices in required readings, reflections, and class discussions so that candidates learn to create culturally responsive learning environments where secondary students' funds of knowledge are invited, centered, and respected.
Offered: Fall Semester All Years
ED 418 SECONDARY CURRICULUM:SPANISH 3.0 Credit(s)
Explores the American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of the curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes a curriculum with an emphasis on both process and product.
Offered: Spring Semester All Years
ED 420 METHOD & PRACTICE IN TEACHING MATH 3.0 Credit(s)
This course provides a deep exploration of the mathematical concepts essential for teaching elementary students, focusing on developing both content knowledge and pedagogical understanding. The course aligns with Common Core State Standards and Mathematical Practice Standards, preparing future educators to foster mathematical thinking and discourse in their classrooms
Offered: Fall Semester All Years
ED 430 ELEM. METH. SOC STUDIES HEALTH PE 3.0 Credit(s)
Examines the scope and sequence of the curriculum, as well as content and methods of instruction, in elementary grades. Special attention is on lesson and unit planning and skill development in the subject areas. This course addresses ACEI standards for social studies and health.
ED 440 Assessment Elem Teaching/Learning 3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall Semester All Years
ED 441 Assessment in Sec Teaching & Learning 3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Fall Semester All Years
ED 454 SEC. CURRICULUM: ENGLISH 3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall Semester All Years
ED 455 SECONDARY CURRICULUM: SCIENCE 3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to general science. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall Semester All Years
ED 456 SEC. CURRICULUM: MATH 3.0 Credit(s)
Explores National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall Semester All Years
ED 457 SEC. CURRICULUM: SOCIAL STUDIES 3.0 Credit(s)
Explore National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Spring Semester All Years
ED 458 SEC. CURRICULUM: SPANISH 3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall Semester All Years
ED 464 SECONDARY METHODS & PRACTICE:ENGLISH 3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 465 SECONDARY METHODS &PRACTICE:SPANISH 3.0 Credit(s)
This course explores the methodology of teaching science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 466 SECONDARY METHODS & PRACTICE:MATH 3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Spring Semester All Years
ED 467 SECONDARY METHODS & PRACTICE:SS/HIS 3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 468 SECONDARY METHODS & PRACTICE:SPANISH 3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall Semester All Years
ED 488 Student Teaching Supervision:ug 0.0 Credit(s)
This course serves as a supportive coaching model while serving in the role of a University Supervisor. The University Supervisor acts as the liaison between the school and the university in an effort to facilitate the Student Teaching Experience for FCE Teacher Candidates. An instructor will receive .5 credits for each student-teacher observed.
Offered: As Needed All Years
ED 490 STUDENT TEACHING SEMINAR ELEMENTARY 3.0 Credit(s)
Student teaching seminar complements the student teaching experience to address problems of practice, support the enactment of pedagogy and content knowledge into practice, and encourage reflection and collaboration with peers and colleagues in areas of elementary education. Prerequisite: TAKE ED-491
Offered: All Semesters All Years
ED 491 STUDENT TEACHING ELEMENTARY 9.0 Credit(s)
Student teaching is an immersive clinical practice experience in elementary school education, in conjunction with a weekly student teaching seminar. Student teaching addresses CAEP Standards for Elementary and the InTASC Standards. A student teaching fee is assessed. Prerequisite: TAKE ED-490
Offered: Spring Semester All Years
ED 498 Senior Seminar & Clinic 2:SECONDARY 3.0 Credit(s)
Addresses teaching and learning, particularly as it relates to implementing the learning cycle of planning, instructing, assessing, and reflecting. The school-based clinical experience provides candidates with opportunities to practice and apply what they are learning in coursework. Candidates consider instructional decisions and appropriate next steps. Represents diverse voices in required readings, reflections, and class discussions so that candidates offer culturally responsive learning environments where secondary students' funds of knowledge are invited, centered, and respected.
Offered: Spring Semester All Years
ED 500 INTRO TO LANGUAGE & LITERACY 3.0 Credit(s)
This course examines children's language and literacy development from first to sixth grade. Candidates learn from an interdisciplinary body of scientifically-based research on literacy and issues related to reading and writing as well as sociocultural perspectives that shape literacy instruction. Evidence-based teaching approaches are introduced to support teacher candidates' foundational understanding of the development of word recognition, language comprehension, and writing. Candidates also learn about the role of language and culture on literacy learning with an emphasis on linguistic diversity and culturally and historically responsive instruction.
Offered: Spring & Summer Semesters All Years
ED 501 ROLE OF THE TEACHER 3.0 Credit(s)
An educational foundations course, this course is designed to address the needs, problems, and tasks that confront teachers. Participants explore their unique and changing roles as teachers.
Offered: Late Spring Semester All Years
ED 504 DSAP SEMINAR I 3.0 Credit(s)
This seminar accompanying DSAP teaching is an integral component of the DSAP experience. Weekly sessions are designed to address salient issues related to the teaching-learning processes and to offer strategies to meet student learning objectives. Issues such as curriculum and instructional planning, teaching methods, evaluation and self-assessment are some of the topics explored both through activities and classroom discussion. The seminar format is designed to respond to the immediate needs of student teachers as they progress through the semester, and to address the competencies of the SHU Conceptual Frameworks and the aligned competencies of the Connecticut Common Core of Teaching. Teachers will complete self- assessments of their progress toward the end of improving their teaching.
Offered: Fall & Spring Semesters All Years
ED 513 SECONDARY CURRICULUM: ENGLISH 3.0 Credit(s)
Explores National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject specific curricula appropriate to English. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer 1 All Years
ED 514 SECONDARY CURRICULUM:SCIENCE 3.0 Credit(s)
Explores National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation general science curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to general science. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer 1 All Years
ED 515 SECONDARY CURRICULUM: MATHEMATICS 3.0 Credit(s)
Philosophical, psychological, and practical implementation of the math curriculum in the secondary classroom is emphasized. Students develop subject-specific curricula appropriate to math. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product. This course aligns with the State of Connecticut Standards and InTASC Standards.
Offered: Fall & Summer 1 All Years
ED 516 SECONDARY CURRICULUM: SOCIAL STUDIES 3.0 Credit(s)
Explores National Council for the Social Studies (NCSS) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to social studies. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer 1 All Years
ED 517 SECONDARY CURRICULUM: SPANISH 3.0 Credit(s)
Explores American Council on the Teaching of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12. Philosophical, psychological, and practical implementation of curriculum in the secondary classroom is emphasized. Candidates develop subject-specific curricula appropriate to Spanish. Students will also examine and discuss a number of current curriculum issues that impact the secondary school. The content of this course will focus primarily on putting theory into practice. To that end, this course will emphasize the practical aspects of how a school district writes curriculum with an emphasis on both process and product.
Offered: Fall & Summer 1 All Years
ED 520 CONTEMPORARY EDUCATION REFORM 3.0 Credit(s)
Contemporary Education Reform" introduces students to school reform today. In this seminar, we investigate the content and controversy of several contemporary school reforms. It encourages critical thinking about the educational challenges that school reformers address and attempt to surmount. The seminar explores (1) responses to growing educational inequality and segregation based on race, national origin, and socioeconomic status - centralization in terms of finance, governance, and desegregation; (2) responses to increased racial and ethnic diversity - ethnocentrism, multicultural studies, and inclusive pedagogy; (3) entrepreneurial responses to public education - vouchers, charters, and virtual schools; and (4) alternatives to high-stakes testing and accountability.
Offered: Spring Semester All Years
ED 523 CULTURALLY SUSTAINING EDUCATION 3.0 Credit(s)
Teacher candidates will reflect on their identities, inquire into the experience of others, and examine individual, interpersonal, institutional, and systemic barriers that limit educational opportunities and outcomes for many students. The course draws on history, policy, theory, and praxis to enable candidates to draw from students' cultural, religious, family, intellectual, and personal assets in strategies that effectively support all students' personal and academic success in a diverse society.
Offered: Fall & Summer Semesters All Years
ED 527 EFFECTIVE ONLINE TEACHING 3.0 Credit(s)
Participants develop online lessons for use in professional development training and PK-12 classroom instruction. Methods of instructional design for online settings target the creation and selection of multimedia such as digital lectures, instructional videos, and simulations. Key skills for effective online instruction are explored including learner engagement, discussion management, collaboration, and community building. (Online learning)
ED 533 SECONDARY METHODS: ENGLISH 3.0 Credit(s)
This course explores the methodology of teaching English in secondary schools including the examination of the standards of the National Council of Teachers of English (NCTE) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore English with peers. This course is intended to bridge the gap between theories of education, English content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 534 SECONDARY METHODS:SCIENCE 3.0 Credit(s)
This course explores the methodology of teaching general science in secondary schools including the examination of the standards of the National Science Teachers Association (NSTA) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore general science with peers. This course is intended to bridge the gap between theories of education, general science content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 535 SECONDARY METHODS: MATHEMATICS 3.0 Credit(s)
This course explores the methodology of teaching mathematics in secondary schools including the examination of the standards of the National Council of Teachers of Mathematics (NCTM) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore mathematics with peers. This course is intended to bridge the gap between theories of education, math content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 536 SECONDARY METHODS: SOCIAL STUDIES 3.0 Credit(s)
This course explores the methodology of teaching social studies in secondary schools including the examination of the standards of the National Council of the Social Studies (NCSS) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore social studies with peers. This course is intended to bridge the gap between theories of education, social studies content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 537 SECONDARY METHODS: SPANISH 3.0 Credit(s)
This course explores the methodology of teaching Spanish in secondary schools including the examination of the standards of the American Council of Teachers of Foreign Languages (ACTFL) and state curriculum standards for grades 7-12, as well as current trends in teaching methods and techniques. Participants will prepare unit and lesson plans with related assessment procedures on a variety of topics and acquire teaching experience by presenting lessons and working collaboratively to explore Spanish with peers. This course is intended to bridge the gap between theories of education, Spanish content area knowledge, and the realities of working in the secondary school environment.
Offered: Fall Semester All Years
ED 540 MIDDLE SCHOOL METHODS 3.0 Credit(s)
This course explores the teaching pedagogies and standards targeted for the middle school learner. Candidates will prepare lesson plans with active learning techniques, appropriate assessment practices, and Universal Design for Learning (UDL) strategies to ensure the success of all students. Relevant technological tools will be included for the middle school learner. Interdisciplinary connections will also be explored to support the "team" model popular in many middle schools.
Offered: Summer 2 Semester All Years
ED 541 IRISH EDUCATION COMPARATIVE PERSPECTIVE 3.0 Credit(s)
Based in the Gaeltacht region of West Kerry, the course compares the education system in Ireland with that of the United States. Topics addressed include curriculum and instruction, funding and governance, teacher preparation, multiculturalism, language policy, and contemporary school reform. Candidates are introduced to the students and teachers of Dingle, Ireland and experience the Irish educational system in an up-close and personal way. Candidates will observe classrooms in action, learn from Irish teachers and administrators, and meet teacher candidates and their professors. Open to all students in FCE teacher preparation programs.
Offered: Winter Semester All Years
ED 546 EDUCATOR WELL-BEING AND RESILIENCE 3.0 Credit(s)
This course will introduce students to research-based strategies for developing individual and collective professional resilience to build agency to withstand challenges within the education profession. Students will learn educator-specific tools for resilience to support increased well-being, sense of belonging, passion, and engagement in educators' work. They develop a comprehensive toolkit and well-being plan including strategies for self-care, relational resilience, teacher identity, emotional regulation, self-compassion, self-regulation, and an empowering educator mindset.
Offered: Spring Semester All Years
ED 548 SPANISH FOR EDUCATORS 3.0 Credit(s)
This is an introductory course to the Spanish language and culture, tailored especially for educators. Key phrases, basic vocabulary, and other communication skills learned in this course will assist in interacting and engaging with Spanish-speaking students and their parents. The course will also provide insight into the rich cultures of the Spanish-speaking world and reflect on creating culturally responsive classrooms for all students.
Offered: Spring Semester All Years
ED 552 EDUCATION IN THE U.S. 3.0 Credit(s)
This course discusses current issues in education, explores their historical and philosophical roots, and critically examines possibilities for the future of education. This course is offered as a hybrid course with a combination of face-to-face and online classes. Includes a three-hour service-learning experience in a PK-12 educational setting.
Offered: Fall, Spring & Summer 1 Sems All Years
ED 553 EDUCATIONAL PSYCHOLOGY 3.0 Credit(s)
This course considers the application of psychological principles to educational theory and practice. Candidates explore the many ways of thinking about knowledge, teaching, and learning. Major theories of learning and development are introduced, and consistent themes and concepts are identified.
Offered: Fall, Spring & Summer 1 Sems All Years
ED 554 Elementary Curriculum & Methods: Reading, Writing & Anguage Arts 3.0 Credit(s)
This course focuses on the study of literacy pedagogy for elementary education candidates. In this course reading comprehension and written composition is examined as a meaning-making process dependent on the reader/writer, the text/genre, the task, and the sociocultural context. Candidates learn evidence-based approaches to reading comprehension, vocabulary, and writing instruction including strategies to support students in comprehending, interpreting, analyzing, evaluating, and composing text across genres including literary texts, informational texts, poetry, and persuasive texts. Candidates learn the role of knowledge building, cognitive strategies, vocabulary knowledge, text structure, and motivation in fostering deep comprehension and strategic and meaningful composition of texts. Candidates apply skills to authentic contexts as they acquire core understandings about literacy pedagogy.
Offered: Fall & Summer Semesters All Years
ED 555 ELEM CURRIC & METHODS: SOC STUD,HLTH,PE 3.0 Credit(s)
Examines social studies and health/physical education integration in elementary grades. Focuses on teaching social studies through an inquiry arc across social studies disciplines. Special attention is on lesson and unit planning and skill development in the subject areas. An emphasis will be placed on integrating literacy into rigorous and relevant content instruction that aligns to the Universal Design for Learning framework and state and national content standards.
Offered: Fall Semester All Years
ED 556 ELEMENTARY METHODS SCIENCE 3.0 Credit(s)
Candidates learn the basic concepts, scope, and sequence of instruction and current methodology in elementary science. Attention is given to lesson and unit planning/skill development utilizing application of current research in effective science instruction. Emphasis is on the student as a learner and the role of the teacher as facilitator of science investigation. This course addresses ACEI standards for science.
Offered: Spring & Summer 2 All Years
ED 560 DSAP SEMINAR II 3.0 Credit(s)
This seminar accompanying DSAP teaching is an integral component of the DSAP experience. Weekly sessions are designed to address salient issues related to the teaching-learning processes and to offer strategies to meet student learning objectives. Issues such as curriculum and instructional planning, teaching methods, evaluation and self-assessment are some of the topics explored both through activities and classroom discussion. The seminar format is designed to respond to the immediate needs of student teachers as they progress through the semester, and to address the competencies of the SHU Conceptual Frameworks and the aligned competencies of the Connecticut Common Core of Teaching. Teachers will complete self- assessments of their progress toward the end of improving their teaching.
Offered: Fall & Spring Semesters All Years
ED 561 SOCIAL JUSTICE PEDAGOGIES 3.0 Credit(s)
Teachers have an opportunity and responsibility to teach students through pedagogies that sustain cultures and develop their students' advocacy for examining issues of social justice and working towards change. This course develops teacher practices of culturally sustaining pedagogies that promote social justice and explores ways to integrate them into academic content area curricula that reduce barriers within and between disciplines. Assignments require students to develop and teach content-based lessons at the intersection of culture and social justice linked to a clinical experience situated in city schools.
Offered: Fall & Spring Semesters All Years
ED 563 STUDENT TEACHING: SECONDARY 6.0 Credit(s)
Student teaching field experience in secondary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Field experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for field placement is submitted to the Director of Clinical Experiences the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years
ED 564 STUDENT TEACHING SEMINAR SECONDARY 3.0 Credit(s)
Student teaching seminar complements the student teaching experience to address problems of practice, supports the enactment of pedagogy and content knowledge into practice, and encourages reflection and collaboration with peers and colleagues in areas of secondary education. Prerequisite: TAKE ED-563
Offered: All Semesters All Years
ED 565 CREATING POSITIVE ELEM CLASSRM ENVIRON 3.0 Credit(s)
This course explores teaching strategies for managing an elementary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the elementary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats. This course is offered at the Griswold Campus as a hybrid course with a combination of face-to-face and online classes.
Offered: Summer 2 Semester All Years
ED 566 CREATING POS SECONDARY CLASSRM ENVIRON 3.0 Credit(s)
This course explores teaching strategies for managing a secondary classroom and the standards found in Connecticut's Common Core of Teaching that pertain to classroom management. Candidates learn practical approaches for the establishment of procedures and routines. This course is designed for teachers and candidates in training who are interested in effective classroom management and the promotion of a safe, orderly, and inviting place in which to teach and learn. The course will initially focus on creating a positive learning environment where negative, distracting behaviors are less likely to occur. Candidates will gain the insight, knowledge, and skills that will enable them to cope with classroom disruptions and will incorporate a variety of techniques that are appropriate for the secondary level. Candidates will explore methods and systems of management that will allow them to move beyond traditional rewards, punishments, bribes, and threats.
Offered: Summer 2 Semester All Years
ED 567 INTRODUCTION TO STEM EDUCATION 3.0 Credit(s)
Candidates will learn the basic concepts, scope and sequence of instruction, and current methodologies utilized in the teaching of elementary science, technology, engineering and mathematics. Careful consideration is given to recent development in STE(A)M and their implications for work with children. Workshops utilizing STE(A)M materials and techniques are included. Particular attention will be given to the candidate as learner as prospective educators develop lessons and unit planning skills utilizing the application of current research in effective STE(A)M instruction. Emphasis will be placed upon using hands on inquiry based lesson designs and problem based learning assignments utilizing both virtual and hands on materials.
Offered: Fall & Summer 2 All Years
ED 568 EDUCATION OF THE GIFTED 3.0 Credit(s)
This course examines the identification, educational, and programming issues as well as the social and emotional needs of gifted students. Emphasis is on current successful models of educating gifted students. Candidates explore the changing conceptions of gifted behaviors and investigate issues concerning minority populations and populations with disabilities.
Offered: Late Spring & Summer Semesters All Years
ED 569 INTRODUCTION TO EXCEPTIONALITIES 3.0 Credit(s)
Focuses on identification of students with exceptional needs as well as methods of meeting their educational needs in regular and special classroom settings. Exceptionalities studied include all areas identified by national and state mandates.
Offered: Fall, Spring & Summer 2 Sems All Years
ED 571 STORY TELLING SEMINAR 3.0 Credit(s)
This course is designed to give participants the opportunity to understand the power and importance of story as an educational tool. Candidates encounter a wide variety of stories from many different cultures, learn to identify resources for finding stories, develop skills in telling stories with ease and enthusiasm, and learn to evaluate the qualities that make stories age-appropriate for various grade levels. Participants are encouraged to develop their own personal style of storytelling through class exercises and listening to professional storytellers in person and on media. Candidates also explore ways to integrate storytelling into many areas of curriculum and to aid children in developing their own storytelling ability.
Offered: Spring & Summer 1 All Years
ED 578 MEDIA, TECHNOLOGY, & LEARNING 3.0 Credit(s)
This course examines how media and technology relate to how we learn, communicate and create. Participants critically analyze the use of media and technology for teaching and learning in schools across a wide range of applications from creative digital tools, popular culture texts, and information sources, to assistive technologies, learning management systems, and generative AI. Participants expand and reflect upon their own use of media and technology for learning, communication, professional productivity, and teaching. Using key principles of the International Society for Technology in Education (ISTE) and the National Association for Media Literacy Education (NAMLE), participants design and deliver learning experiences using a variety of media and technology, to learn with and about. Participants consider legal, ethical and safety issues regarding media and technology use for teaching, learning and communication in schools and beyond. A laptop with Internet access is require
Offered: All Semesters All Years
ED 584 STUDENT TEACHING SEMINAR: GENERAL SCI. 6.0 Credit(s)
The student teaching clinical experience in secondary general science, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. The application for a clinical placement is submitted to the Director of Clinical Practice the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years
ED 588 STUDENT TEACHING SUPERVISION 0.0 Credit(s)
This course serves as a supportive coaching model while serving in the role of a University Supervisor. The University Supervisor acts as the liaison between the school and the university in an effort to facilitate the Student Teaching Experience for FCE Teacher Candidates. An instructor will receive .5 credits for each student-teacher observed.
Offered: As Needed Contact Department
ED 589 STUDENT TEACHING SEMINAR: ELEMENTARY 6.0 Credit(s)
The student teaching clinical experience in elementary education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. The application for a clinical placement is submitted to the Director of Clinical Practice the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters. A student teaching fee is assessed.
Offered: Fall & Spring Semesters All Years
ED 590 MASTER'S PROJECT 3.0 Credit(s)
This course is designed for candidates who need to complete the culminating requirement for the Master of Arts in Teaching. Candidates conduct research on a specialized topic and design a project based on this research.
Offered: Fall, Spring & Summer 1 Sems All Years
ED 592 TECHNOLOGY AND CREATIVITY 3.0 Credit(s)
This course provides participants with an in-depth study of the technological resources currently available for use in educational environments. Participants create inquiry based learning activities for the classroom.
Offered: Fall & Spring Semesters All Years
ED 595 INCLUSIVE SECONDARY EDUCATION 3.0 Credit(s)
ED 598 SOCIAL JUSTICE & CRITICAL PEDAGOGIES 3.0 Credit(s)
Teachers have an opportunity and responsibility to teach students through pedagogies that sustain cultures and develop their students' advocacy for examining issues of social justice and working towards change. This course develops teacher practices of culturally sustaining pedagogies that promote social justice and explores ways to integrate them into academic content area curricula that reduce barriers within and between disciplines. Assignments require students to develop and teach content-based lessons at the intersection of culture and social justice linked to a clinical experience situated in city schools.
Offered: Spring Semester All Years
ED 599 SEMINAR: SPECIAL TOPICS 3.0-6.0 Credit(s)
This course is designed to satisfy the MAT seminar requirement. Content of the seminar and its subtitle will vary.
Offered: Fall, Spring & Summer Sems All Years
ED 600 INTRO TO SOCIAL & EMOTIONAL LEARNING 3.0 Credit(s)
In this course, candidates will gain a broad understanding of mental health and social-emotional learning as well as strategies to navigate the barriers that impact students' ability to access learning.This course highlights the role of schools and educators in supporting student wellness and school-based mental health. Topics explored in this course will range from trauma-informed practices, social-emotional learning, compassionate education, and the development of school-wide infrastructures. Class sessions will balance content discussions with tools, strategies, and a continuum of interventions that can be applied across a student's day by all members of the school community.
Offered: As Needed Contact Department
ED 609 COLLABORATION & DIFFERENTIATED INSTRUCT 3.0 Credit(s)
Assists K-12 teachers in recognizing and nurturing the ways in which their students learn. Teachers develop strategies to incorporate the recognition and application of differentiation into their classroom practice and how to collaborate with colleagues.
Offered: Summer 1 Semester All Years
ED 621 LEARNING STATIONS FOR ELEMEN. TEACHERS 3.0 Credit(s)
Practical ideas for the use of Learning Stations in the elementary classroom. Experience in design, construction,record keeping and use in curriculum areas- all standard -based.
Offered: Summer 1 Semester Contact Department
ED 627 SOCIETAL ISSUES IN ADOLESCENCE 3.0 Credit(s)
Focuses on the current school and community responses to problems such as substance abuse, AIDS, gender issues, and more. Through classroom presentations, speakers, and audiovisual materials, candidates gain practical insight and understanding of contemporary issues in adolescent life.
Offered: Summer 1 Semester All Years
ED 638 ASSESSMENT IN ELEM TEACHING & LEARNING 3.0 Credit(s)
Introduces elementary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Spring & Summer 2 All Years
ED 639 ASSESSING STUDENT LEARNING:SECONDARY 3.0 Credit(s)
Introduces secondary teachers to the purposes of classroom and large-scale assessments and their design. The application of assessments and interpretation of their results are addressed with a focus on diverse classroom learners. The course emphasizes the alignment of curriculum standards, instruction, and assessments.
Offered: Spring & Summer Semesters All Years
ED 672 TEACHER RESIDENCY 1 ELEMENTARY 3.0 Credit(s)
This residency provides school-based experiences for graduate students in the teacher preparation program. Candidates are paired with one teacher and classroom Prerequisite: TAKE ED-673
Offered: All Semesters All Years
ED 673 Teacher Residency Seminar 1 Elementary 3.0 Credit(s)
This seminar supports the growth and development of teaching practices through reflection, dialogue, and self-study. Candidates will learn about the induction process, consider how to use data to inform their practice, set goals, and how to articulate their progress. Prerequisite: Take ED-672
Offered: Fall Semester All Years
ED 674 TEACHER RESIDENCY 1 SECONDARY 3.0 Credit(s)
This residency provides secondary school-based experiences for graduate students in the teacher preparation program. Candidates will serve in the school setting in any number of capacities such as guest teachers, interventionists, or program facilitators. The residency affords candidates the opportunity to work within a community of fellow educators and to continue developing teaching expertise through graduate coursework and professional reflection.
Offered: Spring Semester All Years
ED 675 Teacher Inquiry Seminar 1 Secondary 3.0 Credit(s)
This course is designed to encourage and support educators to engage in reflective practice and continuous professional growth. Participants will explore various aspects of teaching, evaluate their own instructional methods, and consider strategies for improving their teaching effectiveness. Through self-study, participants will bring curiosity to their own teacher identity and practice and insight to others in the class.
Offered: Spring Semester All Years
ED 677 ELEMENTARY METHODS: MATH 3.0 Credit(s)
Extends the pedagogic knowledge of elementary teachers in mathematics. Advanced exploration of the development and integration of teaching practices that improve the learning experiences and outcomes of both students and elementary teachers in mathematics.
Offered: Fall & Summer Semesters All Years
ED 679 TEACHER RESIDENCY 2 ELEMENTARY 3.0 Credit(s)
This residency provides elementary school-based experiences for graduate students in the teacher preparation program. Candidates will serve in the school setting in any number of capacities such as guest teachers, interventionists, or program facilitators. Affords candidates the opportunity to work within a community of fellow educators and to continue developing teaching expertise through graduate coursework and professional reflection.
Offered: Spring Semester All Years
ED 680 TEACHER RESIDENCY SEMINAR 2 ELEMENTARY 3.0 Credit(s)
This seminar is designed to support candidates as they work in elementary schools in an internship setting and to challenge themselves as leaders and learners through the completion of an inquiry project. Interns develop and refine skills of inquiry to use data to support educational decisions and determine a practical course of action. They also engage in dialogue and reflect with peers on educational research and experiences at school sites with the ultimate goal of expanding student awareness of important and current issues.
Offered: Spring Semester All Years
ED 681 HUMAN GROWTH & DEV:ADOL & ADLT 3.0 Credit(s)
This course covers the lifespan from adolescence through late adulthood. It includes readings in psychological theory and literature, videos, discussions, projects, and other assignments, which provide the candidate with theoretical and cultural perspectives in major themes in human growth and development.
Offered: Late Spring & Summer Semesters All Years
ED ELEC EDUCATION ELECTIVE 1.0-9.0 Credit(s)
ED ELEC EDUCATION ELECTIVE 3.0-6.0 Credit(s)
EDM 300 GROUP INSTRUCTION:VOICE 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Fall Semester Even Academic Years
EDM 301 GROUP INSTRUCTION:PERCUSSION 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Spring Semester Even Academic Years
EDM 302 GROUP INSTRUCTION:WOODWINDS 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Fall Semester Odd Academic Years
EDM 303 GROUP INSTRUCTION:BRASS 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Spring Semester Odd Academic Years
EDM 304 GROUP INSTRUCTION:STRINGS 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Fall Semester Even Academic Years
EDM 400 CONDUCTING 3.0 Credit(s)
An introduction to conducting, score study, and rehearsal technique, as well as teaching strategies appropriate for ensembles of K-12 students.
Offered: Spring Semester Odd Academic Years
EDM 500 GROUP INSTRUCTION:VOICE 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Fall Semester Even Academic Years
EDM 501 GROUP INSTRUCTION:PERCUSSION 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Spring Semester Even Academic Years
EDM 502 GROUP INSTRUCTION:WOODWINDS 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Fall Semester Odd Academic Years
EDM 503 GROUP INSTRUCTION:BRASS 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Spring Semester Odd Academic Years
EDM 504 GROUP INSTRUCTION:STRINGS 1.0 Credit(s)
Designed to provide the future school music teacher with basic proficiency, and a pedagogy appropriate for teaching in the school setting.
Offered: Fall Semester Even Academic Years
EDM 508 TEACHING LARGE ENSEMBLES 3.0 Credit(s)
Literature, rehearsal technique, conducting technique, and basic arranging skills for teaching secondary students.
Offered: Late Spring Semester All Years
EDM 510 MUSIC FOR ALL LEARNERS 3.0 Credit(s)
This course focuses on current practices, models, and strategies for the music education of children and adolescents with exceptionalities, as well as differentiation for all students. Issues surrounding inclusion are considered, as well as inclusive practices, models, and strategies. Exceptionalities studied include all areas defined by Public Law 94-142 and Public Law 101-476. Includes a service-learning experience working with adolescents with exceptionalities.
Offered: Spring Semester All Years
EDM 512 MUSIC IN THE ELEMENTARY SCHOOLS 3.0 Credit(s)
Musicianship skills, musical repertoire, pedagogy, and problem-solving for teaching music in prekindergarten through grade six.
Offered: Fall Semester All Years
EDM 514 MUSIC IN THE SECONDARY SCHOOL 3.0 Credit(s)
Musicianship skills, musical repertoire, pedagogy, and problem-solving for teaching music in secondary schools.
Offered: Spring Semester All Years
EDM 516 TECHNOLOGY IN MUSIC EDUCATION 3.0 Credit(s)
Tools, methods, and pedagogy for incorporating technology into general music classes and all types of ensemble experiences. Tools incorporated include digital audio workstations (DAWs), notation software, theory and ear training software, musical collaboration applications, and other relevant applications.
Offered: Summer Semester All Years
EDM 518 CURRICULUM & ASSESSMENT IN MUSIC 3.0 Credit(s)
An examination of approaches to curriculum and assessment in music education, informed by the history, philosophy, psychology, and sociology of music education. Pedagogies such as Dalcroze, Gordon, Kodaly, and Orff are studied. Students will create sequential lesson plans, unit plans, and curriculum pieces that actively engage students in creating, performing, responding or connecting while developing significant musical knowledge, skills, and understandings. Students will design informal and formal assessments that effectively gauge students' development of musical knowledge, skills, and contextual understandings.
Offered: Fall Semester All Years
EDM 520 STUDENT TEACHING SEMINAR:MUSIC ED 3.0 Credit(s)
A weekly seminar to support candidates for certification as they negotiate the demands of student teaching.
Offered: Spring Semester All Years
EDM 522 STUDENT TEACHING:MUSIC EDUCATION 6.0 Credit(s)
Student teaching clinical experience in music education, in conjunction with a weekly student teaching seminar, is the culminating experience of the certification program. Clinical experience addresses Council for the Accreditation of Educator Preparation (CAEP) standards. The application for a clinical experience is submitted to the Director of Clinical Practice the semester prior to the semester in which the candidate is placed. Student teaching is conducted only in the fall and spring semesters, and is twelve weeks. A student teaching fee is assessed.
Offered: Spring Semester All Years